Less Screen Time more Green Time

(Project)

Submitted to:
Sana Ullah Khan

Prepared By
Muhammad Rafi Hussain (SP22-BCS-059)
Muhammad Nasir Shehzad (SP22-BCS077)
Sohail (SP22-BCS-095)
Muhammad Ali Shah (SP22-BCS-098)
December 4,2022

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Table of Contents
1. Introduction 3
1.1 Purpose 3
1.2 Background 3
1.3 Significance 3
1.4 Scope of Problems 4
1.5 Limitation 4
2.Review of Related Literature 4
3. Methods 5
3.1 Data Source 6
3.2 Study Selection 6
3.3 Inclusion Criteria 6
3.4 Data Extraction and Synthesis 6
4. Recommendation 7
4.1 Effects 7
4.2 Things to do 7
4.3 Necessities 8
5. Conclusion 8
5.1 Finding 8
5.2 World Wide 8
5.3 Different Culture 9
5.4 Research 9
6. Bibliography 10

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Introduction:
Background Information:
With the passage of and changing times the world is growing really fast. Now days the
technology has changed a lot. Everywhere around there is increasing technology and due to these
increasing technology everyone is getting into it. In recent years studies expose that the
Symptoms of ill health such as impaired
concentration, headache, memory disturbances, Student Health Problem
sleeplessness, hearing problems reported by an
expert is occurring due to the use of mobile. 14% 21%
Almost 76.92% of Student Carried out mobile and
24% 15%
23.08% contain more than once. On average daily
Mobile is used by Student Less than 3Hours.We 25%

have seen a dramatic shift in the way that kids and

teens are spending their time, with less time Impaired concentration headache
playing outside, and more time spent indoors, memory disturbances sleeplessness
sedentary and screen-based. Too much time on hearing problems
screens – video games, smartphones, tablets,
computers and television is having a negative impact on children’s physical, mental and social
health.

Purpose:
Our youth children everyone spending their time in front of screen. People in the early ages don’t
have that much of technology. They spend there most of time outside, working in the fields as
the time is not that modern. But in this age the technology itself, if we see from the other hand
has become a major concern. So, what are possible ways we use to decrease the usage of mobile
phones and other devices? These devices not just effecting the teen ager but also children are
being affected. The objective of this report is to distinguish between Screen time (Used of
Mobile Phones and other Devices) and Green time (Healthy Activities). The aim is to manage
Screen time moderately. There is a beautiful world waiting for you if the use of excessive mobile
becomes limited.

Significance of the Study:

The significance is to wake up our mates having trouble in their life. Healthy life make their life
easy. Being physically active can improve your brain health, help manage weight, reduce the
risk of disease, strengthen bones and muscles, and improve your ability to do everyday activities

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Scope of the Study:
So for more in depth review we have searched the effects of using mobiles phone. We also did
search on the benefits of less using screen time. We have searched through 100 of different
websites. We have also asked to different people about the negative and positive effects about
the screen time.

Limitations of the Study:

Besides respondents profile, this report looks into different possible reasons for the rise in the
usage of screen time and fall in green time and the effects that are being caused by this.
The boundary of the report, Diet Plan is not mentioned and it May vary for different ages of
person. A proper diet plays a vital role in a healthy lifestyle and reduced the Mental Health
Issues.

Review of Related Literature:

We have done our research through different research websites and books that are listed below
you can also visit these websites or buy these books for further information:
1. Less Screen, More Green: The Mindful Tech Plan is digital detox made fun using the powers
of nature, mindfulness and1 being truly connected (Black & White interior edition) Paperback
– Illustrated, January 1, 2020
By Kerry Crofton (Author)
2. “With smartphones, you have a whole encyclopedia and beyond of information at your
fingertips at any point in time. But this results in a much more superficial or shallow way to
access information,” Dr. Kaufer said. 2“The more we rely on these types of information aids or
sources, the less work and processing our brains actually do

1
https://www.sciencedirect.com/science/article/pii/S1618866716300929
2
https://pubmed.ncbi.nlm.nih.gov/19228576/

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Methods:

Due to the diverse and largely observational nature of the existing literature in this field, a scoping
review was selected as the preferred method. Unlike systematic reviews, scoping reviews have a
less focused research question, attempt to describe the available literature broadly, and include
diverse study designs and methods. Further, scoping reviews do not require an evaluation of the
quality of the evidence and do not involve a meta-analysis. The current study is referred to as a
systematic scoping review as a systematic approach has been employed to identify, include, and
extract data from studies. This review drew on both the PRISMA Scoping Review Checklist and
Arksey and O’Malley’s widely used framework for scoping reviews.

Construct Variable
Indicators of Poor Mental Common-Internalizing Disorder or their Symptoms ,such as
Health
 Depression  Emotional problems
 Anxiety  Psychological Difficulties
 Stress  Psychosomatic Symptoms
 Psychological Distress  Negative affect or mood
 Poor Self-regulation
Indicators of Positive Refer to element of positive or overall well-being ,such as
Mental Health
 Happiness  Self-esteem
 Resilience  Optimism
 Satisfaction with life  Positive Affect or mood
 Quality of Life  Hope
 Health-related of life  Prosocial Behaviors
Academic Achievement Refer To School Measures ,such as
 Subject Grade
 Grade-Point-Average(GPA)
 Test or Examinational Grade

A three-step search strategy was employed. Step one was key word scoping, which involved an
initial limited search of relevant databases, followed by an analysis of text words contained in the
title, abstract, and index of terms used to describe key articles. Step two involved constructing and
performing a systematic search, using the identified keywords and index terms from step one,
across selected databases. Step three involved checking reference lists ofincluded publications and

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manually searching the literature to identify additional relevant studies which may have been
missed in the computerized search.

Data source:
The following four databases were searched from inception up until 18 February 2019: PubMed,
PsycINFO, Embase, and Scopus.

Study Selection:
Results from the systematic search were screened for eligibility according to the inclusion and
exclusion criteria outlined below;

Inclusion/Exclusion criteria:
Studies were included if they met the following criteria:
1. Participants were aged 18 years, with no serious mental, cognitive, or developmental disorder
requiring clinical intervention.
2. The exposure being measured was “screen time” and/or “green time” (as previously defined)
and was not used as a part of a mental health intervention in a clinical group.
Given the breadth of the literature, studies were only included if they measured the duration of
exposure to two or more screen-based activities (e.g., TV and computer use), thus providing a
more complete depiction of ST exposure overall for young people. The exception to this was the
inclusion of studies measuring only one screen activity if they also measured GT, given the relative
rarity of these studies;
3. At least one of the psychological outcomes outlined in Table 1 was reported; and
4. Studies were quantitative, involving analysis of original data, and provided a measure of
association between the exposure and outcome of interest.
The search was confined to peer-reviewed English publications, with no publication date limit.
Studies only concerned with attention deficit hyperactivity disorder (ADHD), non-common mental
health disorders (e.g., schizophrenia, bipolar, or personality disorders) or suicide were excluded.
Studies focussing on Internet addiction or other compulsive and problematic technology use were
also excluded. Qualitative studies and review papers were excluded.

Data extraction and synthesis:

Scoping reviews aim to present an overview of all evidence reviewed. As such, according to
Arksey and O’Malley , decisions about how to present such a large body of literature need to be
made judiciously. Consistent with the intention of the scoping review process, whichcompels

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researchers to priorities certain aspects of the literature as key issues and themes surface , a
progressively focused approach was taken in presenting the results.
Data was independently extracted and cross-checked from the included studies by two authors
using a form designed and tested by the study authors. In line with Aim 1, descriptive
characteristics for all included studies were first charted.
The number of publications by research topic and year, the distribution of study samples
geographically, the study settings, sample sizes, and the study designs utilised in the included
studies. Next, key words were extracted from all included studies to create word clouds illustrating
how ST and GT are conceptualized and measured in the literature. Larger text in the word clouds
illustrates words used more frequently. Psychological outcomes investigated in the included
studies were categorized as either indicators of poor mental health, indicators of positive mental
health, cognitive functioning, or academic achievement, as outlined in.
The key summary statistic for participant age was extracted from each study so it could be
assigned to one of four age categories: (a) young children (aged <5 years), (b) schoolchildren (aged
5–11 years), (c) early adolescents (aged 12–14 years), and (d) older adolescents (aged 15–18
years). Cohorts with large age ranges and no details that identified a dominant age group were
allocated to a mixed age groups category. The study results were reported by age group to explore
potentially different impacts of ST and GT on children and adolescents of specific ages.
In addressing Aim 2, which involved exploring the basis for inference about causal links, certain
elements of study designs were considered and are discussed. While a formal risk of bias
assessment was not performed a preliminary assessment of each study’s ability to permit
examination of causal linkages, based on two key design features, was conducted. These features
included (1) the consideration of baseline psychological profiles in longitudinal studies and (2) the
use of comparable groups in experimental or intervention studies. This aided in identifying studies
which could address Aim 2.

Recommendations:
Effects:
Screen time should be replaced by 'green time' to optimize our kids’ well-being. Those Boys
spent about 90 minutes a day on their screens including TV, cell phones, computers, and video
games. And girls who spent an hour on devices were more likely to feel sad about their lives, the
surveys found. And the more screen time they logged, the worse they tended to feel.

Things to do:
We can create 'technology-free zones,' set aside times to unplug, explain why we're limiting their
screen time, and create opportunities for other activities, especially in an outdoor setting. And

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also, we should educate people about the harmful effects of more screen time. Families should
set reasonable limits on [nonacademic] screen time and work with teens to schedule preferred
activities that do not involve screens.
Exposure to green spaces with higher eco-system function gives children better exposure to
picking things up from the soil. For example, there are microbial compounds in soil that reduce
stress and anxiety. Children and teenagers could potentially improve their well-being and
achieve better school results by spending more time outdoors.

Necessities:
The American Academy of Pediatrics recommendation is a limit of two hours daily of
nonacademic screen time, which many teens have difficulty adhering to already. We know that
family-based approaches to increasing physical activity are the most effective. This can include
family hiking, family step challenges, or having dance-offs. But the more active they were, the
happier they were. What's more, physical activity helped blunt some of the negatives resulting
from too much screen time.

Conclusion:
Findings:
Our study indicates that screen time may be a key factor linked to declines in both outdoor times
and CTN, even in rural populations of youth. As students age, the problem intensifies. Even if
outdoor time remains relatively stable as children age, increasing screen time may still have a
detrimental impact on CTN throughout the adolescent years.

Worldwide:
These negative relationships appear to be most significant for females and youth of color
(particularly African Americans). Tests of interaction effects across gender, racial/ethnic, and
age groups in a larger sample would help researchers understand if certain sub-populations (e.g.,
older African American girls) are at greater risk than other demographic segments. For all these
reasons, researchers and practitioners need to examine the forces fueling these troubling findings
and identify ways to mitigate them. One potential solution is an increased emphasis on “nearby
nature,” or outdoor recreation opportunities that provide a variety of benefits close to home
(Chawla, 2015; Pyle, 2002; Wells & Evans, 2003).

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Different Cultures:
Such an approach could work particularly well for youth in rural areas, where access to nature is
often just beyond the doorstep. A nearby nature emphasis could be particularly important for
girls, whose outdoor time and physical activity increase substantially when appealing youth-
related destinations and activities (nature-based or otherwise) are available in surrounding areas
(Christian et al., 2017). Programming efforts targeting girls and youth of color could capitalize
on this opportunity, finding ways to integrate any form of outdoor time for groups who are less
likely to experience it on their own. Another potential alternative might involve a creative
merger of electronic media and outdoor time to promote nature connection.

Researches:
Our study indicates that electronic media usage increases as teenage years progress and was
often associated with weaker CTN. But other research reveals that listening to music, watching
movies, and using electronic media outside are among the most reported outdoor activities for
youth across all demographic groups (Larson, Green, & Cordell, 2011). There may therefore be
creative ways to embrace this connection and integrate children’s passion for electronic media
with their affinity for the outdoors through technology-centered activities in outdoor settings
(Chavez, 2009).
For example, mobile applications in non-formal environmental education programming are
successfully connecting children to nature while providing an engaging experience for youth
(Crawford, Holder, & O’Connor, 2017). Other research suggests that augmented reality
technology such as Pokémon Go could encourage outdoor behavior, or at least facilitate
technology-mediated outdoor engagement (Dorward, Mittermeier, Sandbrook, & Spooner,
2017).
Teens might benefit from such programs. In short, although screen time typically detracts from
outdoor time, the two may not always be mutually exclusive. Inspiring CTN among future
generations will likely
require a little Children's Internet Consumption By age of both.
25

20

15

10

0
1 2 3 4 5

Ages 5 to 7 8 to 11 12 to 15

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Executive Summary:
Studies were included if they met the criteria including participants were aged 18 years, with no
serious mental, cognitive, or developmental disorder requiring clinical intervention, Given the
breadth of the literature, studies were only included if they measured the duration of exposure to
two or more screen-based activities (e.g., TV and computer use), thus providing a more complete
depiction of ST exposure overall for young people, At least one of the psychological outcomes
outlined, Studies were quantitative, involving analysis of original data, and provided a measure of
association between the exposure and outcome of interest.
A large body of literature need to be made judiciously. In keeping with the scoping review
process's goal of forcing researchers to priorities particular elements of the literature as important
concerns and themes emerge, a gradually narrowing focus was employed to convey the findings.
The number of publications by research topic and year, the distribution of study samples
geographically, the study settings, sample sizes, and the study designs utilized in the included
studies. While a formal risk of bias assessment was not performed a preliminary assessment of
each study’s ability to permit examination of causal linkages, based on two key design features,
was conducted.
Screen time should be replaced by 'green time' to optimize our kids’ well-being. We can create
'technology-free zones,' set aside times to unplug, explain why we're limiting their screen time,
and create opportunities for other activities, especially in an outdoor setting. What's more,
physical activity helped blunt some of the negatives resulting from too much screen time.
Even if outdoor time remains relatively stable as children age, increasing screen time may still
have a detrimental impact on CTN throughout the adolescent years. Tests of interaction effects
across gender, racial/ethnic, and age groups in a larger sample would help researchers understand
if certain sub-populations (e.g., older African American girls) are at greater risk than other
demographic segments. A nearby nature emphasis could be particularly important for girls,
whose outdoor time and physical activity increase substantially when appealing youth-related
destinations and activities (nature-based or otherwise) are available in surrounding areas
(Christian et al., 2017). There may therefore be creative ways to embrace this connection and
integrate children’s passion for electronic media with their affinity for the outdoors through
technology-centered activities in outdoor settings (Chavez, 2009).

pg. 10
Bibliography

1. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0237725
2. https://www.sjmitcham.catholic.edu.au/static/uploads/files/screen-time-vs-green-time-
wfchjebjgfhv.pdf
3. https://www.upi.com/Health_News/2021/08/17/children-less-screen-more-outside-
mental-health/2631629147571/
4. https://healthtalk.unchealthcare.org/the-effects-of-smartphone-usage-on-the-brain/

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